Analysis of School Anxiety - Research Proposal Example

Running Head: SCHOOL ANXIETY School Anxiety Springfield College This research is being submitted on December 5, 2011 to NAME OF PROFESSOR in partial fulfillment of the requirements for ------------ course. Specific Question How school anxiety affects school entrance children and how does anxiety affects their performance to do well in school? Problem Statement “School anxiety affects school entrance children, and their performance to do well in school.” Anxiety among school entrance children has been a problem among children who enters school in Springfield College. The purpose of this paper is to investigate the reasons behind school anxiety among school entrance children, and find out how this study can help them do well in school. Introduction Literature Review Bernstein (2011) defined separation anxiety as a common anxiety disorder that lasts for at least 4 weeks, among children who are 18 years old and below. This is often believed as the precursor to refuse to go to school, and affects about three fourths of children who are in school entrance age; however, this is sometimes mimicked the symptoms of school refusal. Hence, children who are identified to have refusal to go to school must also be tested for mutism (Bernstein, 2011). On the other hand, separation anxiety among children ages 3 to 4 years of age is considered as developmentally normal. During this stage, they exhibit mild distress and clinging behavior by the time they are separated from their figure of attachment such as their caregivers (Bernstein, 2011). Bernstein (2011) noted that studies have shown that a correlation about significant reading and math achievement impairment 5 – 6 years after school entrance was noted among children who exhibit considerable anxiety symptoms. Bernstein (2011) enumerated several complications among children who are diagnosed to have anxiety; these include failure to attend in school, major depression, and substance abuse or dependence. Follow – up studies were done among those children who refused to go to school due to separation anxiety revealed that even though these children already returned to study in school, some of these children who were followed up continued to have social functioning impairment. Bernstein (2011) analyzed that those children have long term impairment and morbidity as well as unchanged dysfunctional interaction among parents and children at home. Bernstein added that the key to shorten the course of anxiety among school aged children, prompt treatment must be applied. Otherwise, due to intensity and chronicity of anxiety experienced by these children, 40 – 50 percent of these children or youth are at risk for being out of school and unable to graduate because of refusal to treatment. Another literature from American Academy of Child and Adolescent Psychiatry (2011) states that although young children considers going to school as an exciting and enjoyable event, some considers it as a source of intense fear and panic that parents must be concerned of. Regular minor complaints of not wanting to go to school can be a sign for children not wanting to leave their comfort zone at home. American Academy of Child and Adolescent Psychiatry (2011) noted that this saga is very difficult for parents to cope, but with the help of professional workers, these fears and behavior of being panicked and refusal to go to school can be successfully treated. Children who refused to go to school are usually children who became closer to their parents following a period of staying at home during school breaks or brief illness. However, once these children are used to in frequently being in school, they begun to calm down since their primary concern is not going to school, but rather, it is leaving their comfort zone at home (American Academy of Child and Adolescent Psychiatry, 2011). Children with persistent separation anxiety will experience serious potential long – term effects of anxiety and panic disorder when left untreated. Serious educational or social problems may also develop among children with extended period of experiencing fear and anxiety, and parents are encouraged to seek consult with a qualified mental health professional who will work with them during their children’s ordeal. Moreover, a more intensive treatment is required among children adolescents who remained to refuse to go to school (American Academy of Child and Adolescent Psychiatry, 2011). A journal on the Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent – Child Bond by Ginsburg (2007) states that in the developmental stage of a child, play is considered as an essential approach since it contributions to the children’s cognitive, physical, social, and emotional well – being that provides the parents an ideal opportunity to fully engage with their children. However, due to certain circumstances, parent and children play are greatly reduced now a days. Ginsburg (2007) reported that variety of factors greatly affects parent – child play, and these include busy lifestyle, changes in the structure of the family. Moreover, the increased time for academic and enrichment activities that compromises the recess in school or free child – centered play. The research of Ginsburg (2007) aimed to provide guidelines on how can pediatricians encourage and help the families, systems in school, and communities in order to help the children and ensure that balance in the lives of the children are maintained as they protect that children continue to play to produce the most favorable surrounding best suited for the development of the children. Ginsburg concluded that play should remain as essential with academic and opportunities to enrich socially, and to provide the children the best environment for their development. Robinson, et al (2011) states in her article that children who feels unsafe from leaving their normal routine would often result to separation anxiety disorder. It is caused by environmental changes, stress, and parents who are overprotective. To help these children, it is recommended that they should see and consult child psychiatrics, child psychologist, or pediatric neurologist to help them in their condition. Once professional help is sought, these specialists can help the parents and children address the physical symptoms, identify thoughts that cause them anxiety, help these children to develop effective strategies to cope with their condition, and foster in solving their problem. Munson (2011) in her literature states that first grader mode meltdown once school is measured as well as signs that your soon to be in school child will start to thumb suck and baby talk once the start of the school year is approaching. This fear of going to school, leaving the parents at home, riding the school bus and meeting the new teaching is surreal among 4 -5 year old children who are entering preparatory school (Munson, 2011). This emotion will eventually lead to general sense of anxiety that the children is experiencing before the school starts. Conversely, the support that can be given to the children lays foundation for the future success of their undertakings in school. Results Proposed Independent Variable: Once approved, this study will commence in the next school year, and will take place on the first 4 months of the school year. Important details of the students such as the name, age, and their initial attitude towards going to school will be recorded individually by the researcher with the help of the teacher. This study will try to establish whether modifying the learning activities in school can help the newly enrolled students ease their anxiety in going to school and be separated from their parents. During their first month in school, learning process that includes making friends and relating with other students must be observed. The researcher will design activities that bonds together new students and will help them look forward in going back to school. The results will be recorded by the researcher and teacher at the end of the first month. On the second month, extracurricular activities such as learning to play instruments they love to play will be taught. On the third month, learning lessons alternated with recreational activities inside the learning center will be carried out. On the fourth month, the combination of all activities will be implemented and recorded by both teacher and researcher in school. Proposed Dependent Variable At the end of the first month, the children are expected to slightly overcome their fear in going to school, and begin to look forward in going back to school. On the second month, the children begin to learn and play the instrument they are fascinated with and would find interest to play these instruments at home. At the end of the third and fourth month, the children are expected to consider their school as their second home, and are also expected to look forward to go back to school during school breaks. Method Description of the Sample to be used in Data Collection School entrance children who goes to preparatory school ages 4 -5 years old at Springfield College will be the subjects of the study. An average of 20 children enrolls to Springfield College per school year, and they will be handled by one teacher. The parents of these children will be informed of the experimental study, and the procedure will be explained to them. Also, the effects and benefits of the study among the children being placed under experimental study and how does the study can help the future of the incoming students with the same problem will be explained to the parents and guardians to earn their cooperation. Lastly, a written consent will be obtained from the parents or guardian, and will be kept by the researcher. The teacher will be asked also to monitor the activities of the children. Discussion Implication of the Research Once approved, the researcher will implement this research study to commence since whatever result that would be generated from this study will play a significant role to help the school entrance children ages 4 – 5 years old overcome their dilemma in leaving their comfort zone at home, and go to their second home, that is their school, and deal with the new faces and total strangers. Application of the Research At the end of this research study, the results will be presented to the parents, teachers, and school board and as one, will evaluate whether or not, children who are included in this study were able to cope effectively with the new ideas presented in the methodology, in order to help the children who are beginning to enter school to gain confidence in school, and be allowed to grow in holistic manner. The result of this research study can also be used in the future to deal with the new students in the school, and help them cope anxiety easily. References American Academy of Child and Adolescent Psychiatry. (2011). Children Who Won’t Go to School (Separation Anxiety). Retrieved December 4, 2011, from http://www.aacap.org/cs/root/facts_for_families/children_who_wont_go_to_school_separation_anxiety Bernstein, B. (2011). Separation Anxiety and School Refusal. Retrieved December 4, 2011, from http://emedicine.medscape.com/article/916737-overview Ginsburg, K. (2007). ­The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent – Child Bonds. Pediatrics, 119(1): 182 - 191. Kreider, H. (2002). Getting Parents “Ready” for Kindergarten: The Role of Early Childhood Education. Retrieved December 4, 2011, from http://www.hfrp.org/publications-resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood-education Munson, J. (2011). Young Kids and Back to School Anxiety: How to Shrink it Down to Size. Retrieved December 4, 2011, from http://www.empoweringparents.com/Reduce-Back-to-School-Anxiety-for-Young-Children.php# Robinson, L., Seagal, J., and Smith, M. (2011). Separation Anxiety in Children. Retrieved December 4, 2011, from http://helpguide.org/mental/separation_anxiety_causes_prevention_treatment.htm Read More